Directions: Make the largest (or smallest) absolute difference by filling in the boxes using the whole numbers 1 through 9 no more than one time each. Source: Marie Isaac

Read More »# Grade 8

## Laws of Exponents

Directions: Use the whole numbers 1 through 20, at most one time each, and fill in the blanks to create equivalent expressions. Source: Shaun Errichiello

Read More »## Parallel and Perpendicular Lines

Directions: Using the numbers 0 to 9, at most once each time, fill in blanks to create a set of 4 points that create either Parallel or Perpendicular lines, depending on how you connect them. ( ___, ___ ) ( ___, ___ ) ( ___, ___ ) ( ___, ___ ) Source: Bryan Anderson

Read More »## Create a System of Two Equations

Directions: Use non-zero whole numbers 1 to 30, at most once time each, to create a system of two linear equations where (3, 2) is the solution to the system. Source: Daniel Luevanos

Read More »## Negative Exponents – Closest to Zero

Directions: Use the digits 0 to 9, at most one time each, to fill in the boxes to to make a result that is as close to zero as possible. Source: Daniel Luevanos

Read More »## Negative Exponents

Directions: Use the digits 0 to 9, at most one time each, to fill in the boxes to make a true statement. Source: Daniel Luevanos

Read More »## Interior Angles

Directions: Using the digits 0 through 9 at most one time, fill in the boxes to make the sum of the interior angles of a triangle. Source: Ashley Henderson

Read More »## Max Slope and Y-Intercept

Directions: Using the whole numbers 1 through 9, no more than one time each, write the equation of a line that passes through the point with the largest possible y-intercept. Source: Andy Schwen

Read More »## Pythagorean Theorem

Directions: Using the digits 0 to 9, at most one time each, fill in the boxes to find the lengths of the missing sides such that the missing leg’s length is as long as possible. Source: Robert Kaplinsky

Read More »## Pythagorean Theorem

Directions: Using the digits 0 to 9, at most one time each, fill in the boxes to find two pairs of possible lengths for the missing sides. Source: Robert Kaplinsky

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